Phonemic awareness and letter-sound knowledge are the biggest indicators of how well a child will learn to read in the first two years of school. Yet phonemic awareness and letter-sound knowledge are NOT the end goal. Our end goal will […]
Read MoreTag Archives: Phonics
Cultural shift from letter names to sounds
Happy Spring!! The weather is getting warmer, the flowers will be in bloom, and the Kindergarten Center teachers are wondering when it will be time to teach letter names! For those of you who did not read, “Lynbrook Takes the […]
Read MoreWhat is the role of decodable texts?
As conversations about effective literacy instruction continue in schools and on social media, questions about the definition, use, and purpose of decodable texts inevitably arise. I’ve even heard these books described as a “battleground”. I recently watched a presentation on […]
Read MoreLynbrook leads the way on Long Island
Over the years, it has become apparent that the Reading Workshop/Guided Reading model of instruction, popular in U.S. schools, does not produce the results promised. Special Education numbers have increased, and many children get labeled, unnecessarily, as having a “reading […]
Read MoreShould we be rethinking reading instruction? NYC’s new Schools Chancellor thinks so!
Many educators in the USA are rethinking reading instruction. In 2019 less than 30% of fourth graders were found to be proficient readers. What has gone wrong for so many children? The core of the problem is that teachers’ approach […]
Read More
